www.attendanceworks.org
Causes and Impact of Chronic Absenteeism
A Challenge and Opportunity
Nashville TN September 30, 2015
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Attendance Works is a national and state initiative that promotes awareness of the important role that reducing chronic absence plays in achieving academic success starting with school entry. We are an implementation partner for attendance with the Campaign for Grade Level Reading.
Our three focus areas to improve student attendance are:• Build public awareness and political will to address chronic
absence• Foster state campaigns • Nurture local practice
www.attendanceworks.org
Attendance Works
• One story about how you sought to help a student or a school improve attendance?
• What did you learn from that experience about what works?
• What was hard? What barriers did you face?
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Warm-Up Exercise ~ Quick Write
Average
Daily
Attendance
• ADA = How many students typically show up to school each day? California, for funding purposes, it is also defined as total days of student attendance divided by total days of student instruction.
Truancy
• Truancy = Who is missing school without permission? It is a trigger for possible legal action. Under NCLB, define by each state. In Tennessee, truancy = 5 unexcused absences.
Chronic Absence
• CA = Who is academically at risk because they missed too much school any reason – excused, unexcused, suspensions. Researchers typically define chronic absence as missing 10% or more of school.
What Is Chronic Absence?
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Chronic Absence Versus Truancy
5
0
100
200
300
400
500
600
700
K 1 2 3 4 5 6 7 8 9 10 11 12
Number of students missing 10% versus 10 unexcused absences
(San Francisco Unified School District)
# chronic absentees - 2010-2011
# of students with 10 unexcused absences (as of May 16th 2011)
90% and even 95% ≠ A
High Levels of Average Daily Attendance (ADA) Can Mask
Chronic Absence
A B C D E F
-5%
0%
5%
10%
15%
20%
25%
30%
7%
12% 13% 13%15% 16%
Chronic Absence For 6 Elementary Schools in Oakland, CA with 95% ADA
in 2012
% Chronic Absence
98% ADA = little chronic absence 95% ADA = don’t know
93% ADA = significant chronic absence
A B C D E F0%
5%
10%
15%
20%
25%
30%
20% 20% 20% 21%23%
26%
Chronic Absence for 6 Schools in New York City with 90% ADA in
2011-12
% Chronic Absence
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Why We May Not Notice Chronic
Absence
Absences Add UpChronic Absence = 18 days of absence = 2
days a month
1) How many of you know your average daily attendance?
2) How many know the percent of students who are chronically absent?
What do you know about attendance and chronic absence?
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Why Does Attendance Matter
for Achievement? What we know from research around the country
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Attendance is An Essential Ingredient of Academic
Success
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Attainment Over Time
Achievement Every Year
Attendance Every Day
Developed by Annie E. Casey Foundation & America’s Promise Alliance For more info go to www.americaspromise.org/parentengagement
3 A
Sch
ool Succ
ess
Fram
ew
ork
Exposure to language: Starting in Pre-K, attendance equals exposure to language-rich environments especially for low-income children.
Time on Task in Class: Students only benefit from classroom instruction if they are in class.
On Track for Success: Chronic absence is a proven early warning sign that a student is behind in reading by 3rd grade, failing courses middle and high school, and likely to drop-out.
College Readiness: Attendance patterns predicts college enrollment and persistence.Engagement : Attendance reflects engagement in learning. Effective Practice: Schools, communities and families can improve attendance when they work together.
(For research, see: http://www.attendanceworks.org/research/)
Improving Attendance Matters Because It Reflects:
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Starting in PreK, More Years of Chronic Absence = Need for Intensive
Reading Support By 2nd Grade
* Indicates that scores are significantly different from scores of students who are never chronically absent, at p<.05 level; **p<.01; ***p<.001
Some risk
At risk
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Multiple Years of Elementary Chronic Absence
= Worse Middle School Outcomes
Oakland Unified School District SY 2006-2012, Analysis By Attendance Works
Chronic absence in 1st grade is also associated with:
• Lower 6th grade test scores
• Higher levels of suspension
Years of Chronic Absence in Grades 1-5
Increase in probability of 6th grade
chronic absence
Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic
absence in 6th grade
5.9x
7.8x
18.0x
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The Effects of Chronic Absence on Dropout Rates
Are Cumulative
With every year of chronic
absenteeism, a higher
percentage of students
dropped out of school.
http://www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf14
Attendance Is Even More Important for Graduation for
Students In Poverty
Presentation to: The Interagency Council for Ending the Achievement Gap November 7, 2013, CT State Dept of Education. 15
Chronic Absence in High School Predicts Lower College Participation
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In Rhode Island, only 11% of chronically absent high school students persisted into a 2nd year of college vs. 51% of those with low absences.
Rhode Island Data Hub: May 2014
How Can We Address Chronic Absence?
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• Think about a child you know who struggles to get to school every day.
–What is a key barrier he or she faces?
–What helps him/her get to school even when it is difficult?
Reflection
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Why Are Students Missing Too Much School?
MythsAbsences are only a problem if they are
unexcused
Sporadic versus consecutive absences
aren’t a problem
Attendance only matters in the older
grades
Barriers
Lack of access to health or dental care
Poor Transportation
Trauma
No safe path to school
AversionChild struggling
academically
Lack of engaging instruction
Poor school climate and ineffective school
discipline
Parents had negative school experience
Chronic disease
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Leading Health Related Causes
Asthma Oral Health
Nearly one in ten children age 4-14 are diagnosed with asthma accounting for one-third of all days of missed instruction. (In TN @ 12% of children have problems with Asthma.*)
Children miss nearly two million school days due to oral health issues every year. (In TN, 22% did not have preventative dental care. *)
* Source = AECF Kids Count
Leading Health Related Causes
Asthma Oral HealthBullying
NutritionMental Health
Vision
Hope for a better future
+
Faith that school will help you or your child succeed
+
CapacityResources, skills, knowledge needed to get to
school 22
Going to School Every Day Reflects When Families Have
…
AW Recommended Site Level Strategies
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High Cost
Low Cost
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• Recognize good and improved attendance• Educate & engage students and families
• Monitor attendance data • Clarify attendance expectations and goals
• Establish positive and engaging school climate
Improving Attendance Requires a Multi-Tiered Approach
TIER 1All students
• Provide personalized early outreach• Meet with student/family to develop
plan • Offer attendance Mentor/Buddy
TIER 2 Students exhibiting chronic absence (missing 10%).
• Intensive case management
with coordination of public agency
and legal response as
needed
TIER 3 Students who missed 20% or more of the prior school year (severe chronic absence) or have a history of truancy. Truancy
interventions
Use your worksheet to reflect on possible tiered intervention
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Attendance is higher when schools: - promote a sense of belonging and connection
including noticing when students show up- make learning so engaging students don’t want to
miss class while creating understanding of how easily absences can add up
- engage in restorative practice not punishment - help our most economically challenged families
and students meet their basic needs so all have the opportunity to get to school.
- Build awareness about how absences can easily add up to too much time lost in the classroom.
Tier 1: Creating a positive, engaging school climate that
explicitly supports attendance
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Pilot Survey by Todd Rogers(Harvard University)
Bottom 20% (~18 days)
20%-40% (~10 days)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Series4…better than classmates…same as classmates
% of parents who think their
child's atten-dance is...
Vast majority of parents, even those of students with excessive absences, believe their child’s attendance is same as classmates, better than
classmates, or just don’t know
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Tier 1: Communication, Education, and Engagement
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Build Awareness of How Absences Add Up
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a. Send home handouts with information & tips. (http://www.attendanceworks.org/tools/for-parents/)
b. Talk with parents early and often to share the value of good attendance and let them know that you are there to help.
c. Consider using an activity at a parent event to demonstrate the importance of avoiding absences.
d. Utilize written commitments to encourage good attendance such as a pledge or the attendance goal work sheet.
Parent Video & Discussion Guide
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Discussion: When and where might you use these materials with a family or a group?
• SETTING THE STAGE • VIDEO (6 minutes) • FACILITATED
CONVERSATION– THE CONSEQUENCES OF CHRONIC
ABSENCE– HOW TO IMPROVE ABSENTEEISM
• FAMILY PRACTICE• INCREASE SOCIAL CAPITAL• IDENTIFY HOW SCHOOL CAN HELP• COMMUNITY SERVICES
Make Creating Back Up Plans a Norm:
Student Attendance Success Plan
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Tip: Start with the Help Bank and the Calendar on the 3rd page. Offer up first page as homework to take home.
• How many of your work in a district or a school where parent teacher conferences are still held?
• Do you discuss attendance during those conferences?
Leveraging Parent Teacher Conferences
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What might educators and community partners say to
families?
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Satisfactory
Attendance
At-RiskChronic Absence
Congratulate parents on making attendance a priority and encourage them to keep it up. Ask them what they’re doing that’s enabling them to be so successful.
Let parents know that you are concerned about attendance because their child is beginning to head off track, and it is easy for absences to add up.
If student is right around 10% or a
little above
Let parents know their child may be academically at risk because they have missed so much school. Discuss underlying causes and how you can help.
If student is severely
chronically absent (e.g. >20%)
The type of challenges these families face may differ from those with more moderate absence problems. Be prepared to touch on difficult topics, be supportive, and be ready to connect to community resources.
Teacher Perspective: It’s October and Alyssa has already missed 8 days of school and is frequently tardy. The teacher has noticed that Alyssa seems more reserved and less attentive than normal in class. Mother’s Perspective: Alyssa has asthma and its causing her to miss school. Alyssa is not skipping school without permission so these absences aren’t a problem.
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Talking to Families about Absences: A Role Play
Framing the Conversation to Build a Relationship of Trust
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Learn
Share
Inform
Discuss
Arrive at a Plan
1
2
3
5
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Learn about the student’s family. Ask what their vision is for their child’s future. What are their hopes and dreams for them?
Share positive things you’ve observed about the student. Share your own vision for student learning & development, including helping put students on a pathway to success by encouraging a habit of good attendance. Review attendance report with parents. Tailor your conversation to student’s level of absenteeism and inform parents of possible impacts of missing school. Connect attendance back to parents’ hopes and dreams for their child.
Discuss the challenges parents face in getting their children to school, as well as strengths they can build upon. For chronically absent students, try to understand the barriers that are keeping their children from school.Think through strategies with parents for addressing absences and help them develop an attendance improvement plan. Offer referrals to services as needed and ask if there are other ways you can help.
Tier 2: Targeted interventions that remove identified barriers and increase positive connections that motivate improved attendance.
Who are the families in Tier 2?• Missing 10% -20% of the prior or current school year for any
reason.• Families experiencing some challenge e.g. chronic disease,
job loss, divorce, etc.For which families is Tier 2 sufficient?• Families with barriers to school attendance who may not
understand how to access support. • Families who see school as “the deliverer of bad news”.• Families who are more successful when there is a positive
relationship with someone at the school.
Tier 2 Interventions
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Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.
And/or starting in the beginning of the school year, student has:
Tier 2: Criteria for Identifying Which Students
Need It
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In first 2 weeks
In first month (4
weeks)In first 2
months (8 weeks)
2 absences
2-3 absences
4 absencesMissing 10% any time after
Possible Tier 2 Interventions
(See Power of Positive Connections Toolkit)
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Assign Attendance
Buddies
Partner with families/students to develop
Student Attendance
Success Plan
Recruit for engaging Before- or
After-School Activities Connect to
Walk- to-School
Companion
Offer plan or contacts for
Health Support
Priority Early Outreach for
Positive Linkages and Engagement
Key Finding: Success Mentors & Supporting Infrastructure Substantially Improved Student Attendance
• Students with prior histories of chronic absenteeism with a Success Mentor gained nearly two additional weeks of school (9 days), which is educationally significant.
• In the top 25% of schools, students with Success Mentors gained one additional month of school.
• High School students with Success Mentors (including those overage for their grade) were 52% more likely to remain in school the following year.
• Mentees reported they liked having a mentor and the mentor helped improve their attendance, schoolwork, motivation, and confidence.
MAYOR’S INTERAGENCY TASK FORCE 39 39
Tier 3 provides intensive interventions, often from multiple agencies or specialists within a school district or community.Who are families in Tier 3?• Missing 20% or more of the prior or current school year for
any reason.• Already involved in the system (child welfare, juvenile or
criminal justices)For which families is Tier 3 necessary?• Families who feel hopeless because of the barriers they face. • Families who are unable to experience success without
intervention.• Families who have a negative relationship with school.• Families who require ongoing support for sustained success.
Tier 3 Interventions
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• Community schools• Head Start family liaisons• School integrated service teams• Family resource centers• County Social Services • McKinney Vento representatives
Who would you add to this list?
Who Can Help Families at Tier 3?
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Students &
Families
Schools
Actionable Data
Positive Engageme
nt
Capacity Building
Shared Accountabili
ty
Is accurate, accessible, and regularly reported
Expands ability to interpret data and work together to adopt best practices
Use positive relationships to engage parents and understanding about why monitoring absence is essential to a better future.
Ensures monitoring & incentives to address chronic absence
Community District
Ingredients for System-wide Success & Sustainability
Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients
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School Name
Percent of Students who were absent 10 percent of
enrolled days
Percent of Students who were absent 20 percent of enrolled
daysAnderson County High School 14% 3%Andersonville Elementary 7% 1%Briceville Elementary 16% 4%Claxton Elementary 11% 2%Clinton Middle School 9% 2%Clinton High School 16% 5%Dutch Valley Elementary 12% 1%Fairview Elementary 9% 2%Grand Oaks Elementary 13% 3%Lake City Elementary 13% 2%Lake City Middle School 12% 1%Norris Elementary 7% 2%Norris Middle School 10% 1%Norwood Elementary 17% 3%Norwood Middle School 8% 0%Clinch River Community School 25% 9%
Use data to identify schools in need of intervention as well as positive outliers
.
This report was produced for planning and discussion purposes only. The population of students for whom we counted absences must have been present for 45 days during the 2014-2015 school year in order to have been classified as having missed 10 or 20 percent of their enrolled days. Schools with high rates of transience (alternative schools, adult, etc.) have not been included in this report.
Sample Report: Anderson County
Positive Outlier Toolkit To document effective practices in schools with high levels of poverty but
low levels of chronic absence
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http://www.attendanceworks.org/tools/for-school-districts/positive-outliers-toolkit/
What percentage of students in each grade level were MODERATELY or SEVERELY chronically absent?
2.5% 2.1% 1.7% 1.1% 1.7% 1.5% 1.4% 1.6% 2.8%4.8% 5.3% 5.6%
3.0% 2.5%
12.2%
9.5%8.6%
7.3%7.7%
6.9%5.7%
7.4%
9.7%
9.3%10.7% 9.6%
8.9%8.8%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
PERCENT moderatechronic absence
PERCENTsevere chronicabsence
Use data to identify the right points for interventions
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Example from K-12 Combination Tool
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Sample Report: Anderson County
• To what extent is chronic absence a priority in your district?
• What could you do to help make the case?
Turn to your partner
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Announcements& Resources
Post your community’s plans for Attendance Awareness Month 2015 on our map!
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What are you planning in 2015?
http://awareness.attendanceworks.org/map/
Prioritize
Attendance
Mobilize the
Community
Drive With Data
The Superintendents Call to Action
To sign-up for the Call to Action, or to learn more, please visit:
www.attendanceworks.org/superintendents-call-to-action 50
Leading Attendance
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Principals can:a) Cultivate A School Wide Culture
of Attendanceb) Use Chronic Absence Data to
Assess Need For Additional Support
c) Develop Capacity to Adopt Effective Attendance Practice
d) Advocate for Additional Resources and Policy to Improve Attendance
http://www.attendanceworks.org/tools/schools/principals/
When it comes to attendance, the principal deserves a PAL!The inaugural PAL (Principal Attendance Leader) award:
• Recognizes school leaders who have effectively lead their school teams to reduce chronic absence
• Highlights best practices in leading attendance with stories and a webinar at the conclusion of Attendance Awareness Month
Nominate a principal today! http://www.attendanceworks.org/tools/for-school-districts/nominate-a-principal
/
Nominate a Principal
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Chronic Absence = The Warning Light On A Car
Dashboard
• Ignore it at your personal peril!
• Address early or potentially pay more (lots more) later.
• The key is to ask why is this blinking? What could this mean?
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The Parallels
District Attendance Self-Assessment
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1. Use dots to post your response on the charts
2. Step back and look at patterns. What do you notice when you look at the charts.
Where are areas of strength?
Where are major gaps?3. Thursday morning Tennessee State Dept. of Education staff will lead a brief reflection on the collective results.
Instructions
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